Meet The 2018 Ryan Award Winners

Each of the winners have demonstrated an impressive record of success when it comes to student achievement growth. Their leadership and dedication to student success are models of excellence that should be strived for in all underserved schools. And that’s why the Ryan Award is proud to recognize their achievements. These leaders are making a difference in children’s lives for years to come.

Molly Cole

Founding Principal
Brooke East Boston
Boston, Massachusetts

Ms. Cole founded Brooke East Boston as principal in 2012. She began her career with Brooke Charter Schools as a first grade teacher at Brooke Roslindale. Cole has earned bachelor’s degrees in art and art history from College of the Holy Cross and a master’s degree in education policy management from Harvard University. She was also a member of the Teach For America corps.

Under Cole’s leadership in 2017, Brooke East Boston students ranked No. 1 in math in statewide testing for K-8 schools. Students ranked in the top 12 percent for English and language arts.

“I am constantly inspired by the joy and excitement that learning brings our scholars, the dedication of our staff and the positivity of our school community,” Cole says. “It is that combination that makes great things possible each day at Brooke East Boston.”

Molly Cole, 2018 Ryan Award Winner

Jody-Anne Jones

Ms. Jones became principal of Clinton Hill Middle School in 2014. She began her education career as a teacher at Clinton Hill in 2006, before later serving as instructional leader and a dean of students and curriculum. Jones holds a bachelor’s degree in English and Africana Studies from Rutgers University and a master’s degree in professional studies from Cornell University’s Africana Studies and Research Center.

Seventy-two percent of Clinton Hill students met or exceeded expectations on the 2017 PARCC exam in English-language arts under Jones’s leadership. That’s compared to 56 percent of statewide students and 68 percent of non-economically disadvantaged students. Sixty percent of Clinton Hill students met or exceeded expectations for math, compared to 45 percent statewide and 57 percent non-economically disadvantaged.

“My teachers and I love our students and believe whole-heartedly that access to a high-quality education is essential in order to equip our students with the tools to be agents of change,” Jones says. “My mother and father ensured that I got the best education possible, and I want the same for every child who walks through our doors regardless of their circumstances.”